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Responding to the Diverse Needs of the Learner
Helena Curtain [email protected]
Thematic Planning
FLESFEST 2011
helenacurtainswiki. wikispaces.com
Email [email protected]
Standards for Foreign Language Learning
in the 21st Century
Connections Comparisons
Communities Cultures
Communication Big Idea/Enduring Understanding: Participants will understand that thematic planning is an effective tool for language development.
Essential Question: How can we use the concepts of thematic planning to meet the diverse needs of learners ?
Makes instruction more
comprehensible because
the theme creates a meaningful context for standards-based
learning
Thematic Instruction
• Changes the instructional focus from isolated pieces of information to information revolving around a meaningful center.
Thematic Instruction
• Allows students to express complex thinking even though they may be using novice level language
Thematic Instruction
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Simple language /complex thinking
No soy un abrigo.
Thematic planning allows teachers to
take control of instruction!
Thematic planning puts the teacher in the role of instructional designer /curriculum developer.
…not page-by-page use of the textbook… which gives away control to someone else
Connections Comparisons
Communities Cultures
Communication How do we move from standards in our
curriculum documents to THEMES? Foods
and People
Communication Interpersonal Interpretive Presentational
Cultures Perspectives
Practices Products
Connections Making connections Acquiring new information
Comparisons Language Culture
Communities Language within & beyond the school Lifelong learners
Lesson Lesson
Lesson
Activities
Lessons!
Language in Use (Communication)
Culture(s) Content (Connections)
Thematic
Center
Language in Use (Communication)
Content (Connections)
Culture(s)
Connections Communication
Cultures Communities
Comparisons
Thematic
Center
Theme Standards Outcomes
Final Assessment
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The Learner The learner is a self-motivated,
self-directed problem-solver who derives a sense of self-
worth and confidence through a variety of accomplishments.
The Learner Madeline Hunter
Not paying attention to the needs of the learner is like leaving for the airport without the passenger… so that you’ll get there on time.
What do Learners Need?
They Need Tasks That are:
Intrinsically Interesting
Cognitively Engaging
Culturally Connected
Communicatively Purposeful
What do Learners Need?
They need
Context Games Stories
How Do We Create Context
Music, dance Songs, chants,
Poetry Rhymes
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Social situations: role plays Drama
Subject Content Instruction Connecting to the Regular Curriculum
How Do We Create Context?
Thematic Instruction!
What do Learners Need? Story Form
Focusing the Unit:
The Story Form Lens
Beginning
Middle
End Story Form
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Plan for a happy ending…
from the beginning!
What do Learners Need?
Higher order rather than lower order
thinking
Science Reading Math Soc/Sci compare ideas
classify compare contrast
sort sequence
collect data
take notes collect data
collect data
interpret data
organize facts
analyze interpret data
communicate results
logically arrange information
graph, construct tables
make maps
predicting predicting predicting predicting
Academic Skills & Processes
Original Terms New Terms • Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
Blooms Revised Taxonomy What do Learners Need?
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Playfulness “Leave Nothing Behind”
Kieran Egan
Planning Thematic
Units Thematic
Center
Language in use
Content
Culture
Moving
From TOPIC
to
Bear Web: Loose Collection of Topics What is the difference between a topic and a theme?
Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively. From Topic to Theme by Cherice Montgomery & Helena Curtain
TOPIC THEME • Tells students what
they are going to talk about
• Encourages students to explore the significance of some aspect of a topic …
What is the difference between a topic and a theme?
Adapted from: Jane Harper, Mary K. Williams, Madeline G. Lively. From Topic to Theme by Cherice Montgomery & Helena Curtain
TOPIC THEME • Loose collection of
ideas • Focused, organized
collection of ideas
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Courtesy of Chuck Thorpe
Source: Cherice Montgomery Source: Cherice Montgomery
Theme: Columbian Exchange
Topic: Food
Timeline of Columbus’ Voyages/ Routes
Colors Of
Food
Food Groups Geography/Climate
Where Is It Grown?
Foods Of the
New World (Circa 1492)
Foods Of the
Old World (Circa 1492)
Common Staples
Then and Now
Food Pyramid:
1492, Today
Beans Corn Beets Pineapples Okra Carrots Eggplant Squash Pumpkins Sunflowers
Cacao Lettuce
Wheat Peas Peanuts Tomatoes Potatoes Beets Strawberries Peppers Broccoli Onions Bananas
Columbian Exchange
Bananas ���Beets ���Broccoli���Carrots ���Eggplant���Lettuce���Okra���Onions ���Peas ���Radishes ���Wheat���Yams
Eastern Hemisphere “Old World”
Beans Cacao Corn Gourds Peanuts Peppers Pineapples Potatoes Pumpkins Squash Strawberries Sunflowers Tomatoes
Western Hemisphere “New World”
4000 B.C. Oranges and watermelons 3600 B.C. Popcorn 2000 B.C. Marshmallows 490 B.C. Pasta and macaroni 200 B.C. Potatoes 1395 Gingerbread and Lebkuchen 1484 Hot dogs 1544 Tomatoes in Europe 1553 Potatoes in Europe 1762 Sandwiches 1819 Spaghetti
Foods Timeline Theme:
What we eat around the world.
Topic: Food United States: The Revis family of NorthCarolina Food expenditure for one week: $341.98
Favorite foods: spaghetti, potatoes, sesame chicken
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Mexico: The Casales family of Cuernavaca Food expenditure for one week: 1,862.78 Mexican Pesos or $189.09
Favorite foods: pizza, crab, pasta, chicken
Ecuador: The Ayme family of Tingo Food expenditure for one week: $31.55
Family recipe: Potato soup with cabbage
Theme: Environmental Pollution
Topic: Food
饥饿的小龙��� Hungry Dragon
徐吉老师 Xu Lao Shi
(Angela Xu) 2009年7月
这是小龙。他住在水里。���This is the dragon and he lives in the water.
有时候水会被污染。���Sometimes the water is polluted.
小龙喜欢吃米饭。米饭要用水做。���The dragon likes to eat rice cooked with water.
星期一,小龙吃了一碗米饭。他说“我不喜欢,我觉得不舒服!” 水被污染了。
On Monday. The dragon eats a bowl of rice and says, “Umm, I don’t like it! I do not feel
comfortable!” The water is polluted.
星期二,小龙吃了两碗粥。他说“我不喜欢,我觉得不舒服!”水被污染了。
On Tuesday. The dragon eats two bowls of porridge and says, “Umm, I don’t like it! I do not
feel comfortable!” The water is polluted.
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星期三,小龙吃了三条鱼。他说“我不喜欢,我觉得不舒服!” 水被污染了。
On Wednesday. The dragon eats three pieces of fish and says, “Umm, I don’t like it! I do not feel
comfortable!” The water is polluted.
星期四,小龙喝了四杯茶。他说“我不喜欢,我觉得不舒服!” 水被污染了。
One Thursday. The dragon drinks four cups of tea and says, “Umm, I don’t like it! I do not feel
comfortable!” The water is polluted.
星期五,小龙喝了五锅汤。他说“我不喜欢,我觉得不舒服!” 水被污染了。
On Friday. The dragon drinks five bowls of soup and says, “Umm, I don’t like it! I do not feel
comfortable! The water is polluted.”
星期六,小龙病了。为什么? On Saturday. The dragon is sick. Why? 水被污染了。 The water is polluted!
小朋友去海边检去很多垃圾。他们给小龙带了一瓶水。 So the children pick up all the garbage from the water.
They bring a bottle of clean water to the dragon.
星期天,小龙喝了一瓶水。他说“我喜欢,我觉得很舒服!” On Sunday. The dragon drinks a bottle of water and said, “Hmm, I like it! I feel comfortable!”
最后,小龙快乐的跳进水里回家了。���Lastly, the dragon jumps into the clean water and
is happy.
Thematic
Center
Language in Use (Communication)
Content (Connections)
Culture(s)
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Planning Thematic Units
Backward Planning
If you don’t know where you are going…
you will probably end up someplace else!
Planning Backward • based on the work of
• Grant Wiggins and Jay McTighe and others…
Stages in the Backward Design Process
Identify desired results
Determine acceptable evidence
Plan learning experiences
and instruction
Stage 1:
Identify desired results What is worthy and
requiring of understanding?
Enduring Understanding (BIG IDEA)
Essential Question
What do I want my students to understand about this topic?
What is most important about this topic?
Enduring Understandng BIG IDEA
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Essential Question (Focus Question)
What students will examine and learn in the unit
I have re-written a great deal of my curriculum using UbD templates and have refocused my thinking from "what am I teaching?" to "why is this important to know?" or "what do I want them to remember about this years from now?" Rachel Hernandez
Enduring Understanding & Essential Question
Although it may seem like another teaching fad to some, I find that UbD is a well grounded approach to education that if used well will lead to a better development of higher order thinking skills in students. Rachel Hernandez
Enduring Understanding & Essential Question
…thought provoking open-ended theme which encapsulates why the knowledge that is being presented is significant. Willard Heller
Enduring Understanding & Essential Question
Big ideas in Social Studies are…���• All people are similar. All people are
different. • Where we live affects how we live. • The world is a place that is organized and
understandable. • How we live today will affect how others
and we live in the future. • Our past helps us to understand how we live
today.
Enduring Understanding & Essential Question Topic “Family”
BIG Idea Family members help and support each other in many different ways.
Essential Question: How does family play a role in helping me to survive?
Topic: Numbers from 1-10
Enduring Understanding & Essential Question
How do you say the numbers from 1-10?
Numbers from 1-10 Switch from teaching #s 1-10 to what the students will be able to do with them. Rebecca Schwerdtfeger
Enduring Understanding & Essential Question
How can I buy something for $10.00 or less?
Enduring Understanding & Essential Question
The key seems to be to take our eyes off the actual content and consider its significance in real life. Willard Heller
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Stage 2:
Determine acceptable evidence What is evidence
of understanding?
Stage 3:
What learning experiences and teaching promote understanding, interest, and excellence?
Plan learning experiences
and instruction
Stage 3:
Plan learning experiences
and instruction.
The work must be purposeful from the student’s point of view.
Stage 3:
Plan learning experienc
es and instructio
n.
Where are we headed? (Guiding question, final product or performance)
Stage 3:
Plan learning experienc
es and instructio
n.
Hook the student through engaging and provocative entry points.
Organizing the Unit
The Logic of Narrative
The Story Structure as a Curricular Design
Thinking like a Storyteller Beginning
Middle
End Story Form
Organizing the Unit
The Logic of Application
Curriculum as Task Analysis
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Thinking like a Coach
Organizing the Unit
Thematic
Center
Language in Use (Communication)
Content (Connections)
Culture(s)
A Framework for Curriculum Development
(With provisions for integrating language,content and culture.)
Carol Ann Dahlberg Concordia College, Moorhead, MN
Activities
Instructional Materials
Classroom Setting
Grammatical Structures
Vocabulary
Developmental Level
Teacher Characteristics
Learner Characteristics
Learning Style
Experiential Background
Teacher Characteristics
Learner Characteristics
Learning Style Experiential Background
Developmental Level
Culture
Subject Content
Language in Use
Thematic Center
Assessments
Lesson Plan Format Lesson Plan Format: Greg Duncan
Opening activity Activity….
Closing activity
Activity….
Materials Needed
Activity….
Stage 1: What will students know and be able to do at the end of this lesson? Stage 2: How will you know that students can do that?
Stage 3: What instructional activities will be used?
Process of Curriculum
Development
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• Standards, Performance Guidelines, local and state curriculum frameworks;
1. Identify sources of outcomes:
1. Identify sources of outcomes:
• Lists of language functions (language in use)
Communicative Functions/ Language in Use
Socializing Exchanging information Getting things done Expressing attitudes Establishing/maintaining
communication
Language Functions in Where do Animals Live
Unit?
???
Where do Animals Live? Science
Animal habitats Animal food How animals move Food chain? Endangered animals?
Geography Locations of animal habitats Continents Countries Landforms
Mathematics Measuring animal sizes in metric system Estimating Paper strips Graphing favorite animals of class Comparing sizes Plotting animal populations on a graph
Art Animals in art works Making animal masks Drawing picture from an animal’s perspective
Language Arts Stories /retelling stories Poems Chants Rhymes Animal sayings Gouin Series Skits Oral Presentation Games Writing LEA Stories Drama Fantasy Visit to Habitat Skits
Social Studies Animals as symbols Importance of animal to the culture Pets Perspective Taking
Physical Education Animal locomotion charades/pantomime
Music Rhymes Raps Songs
Where do
Animals Live?
Language Functions
• identifying • asking for/giving
information • describing • narrating personal
experiences • inquiring about or
expressing knowledge
• inquiring about or expressing opinions
• asking for/giving permission
• stating necessity and need • inquiring about or
expressing likes /dislikes/ preferences
Exchanging Information
1. Identify sources of outcomes:
• Culture frameworks; symbols, products, practices
Practices Products
Perspectives
Culture products, practices, perspectives
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1. Identify sources of outcomes:
Interdisciplinary connections 1. Identify sources of
outcomes:
• Content guides for curriculum areas
2. Choose a thematic center/ Unit focus
• Curriculum concept • Poem
• Story • Book
• School/grade focus
• Art
• Music
Enduring Understanding:“BIG”Idea
Essential Question(s):
3. Develop an enduring understanding and essential (focus) question for the unit.
4. Brainstorm / develop a web of potential
content activities
outcomes
for the unit
Music/ Fine Arts
Mathe- matics
Physical Education
Social Studies
Science
Theme Language
Arts
Language Infused
throughout
Culture Infused
throughout
2 + 2
Logical-Mathematical
Spatial
Intrapersonal
Bodily-Kinesthetic
Interpersonal
Musical
ABC
Linguistic Naturalist
Timeline of Columbus’
Voyages/ Routes
Colors Of
Food
Food Groups
Geography/Climate Where Is It Grown?
Foods Of the
New World (Circa 1492)
Foods Of the
Old World (Circa 1492)
Common Staples
Then and Now
Food Pyramid:
1492, Today
5. Make selections for the unit from the web;
lay out on unit plan inventory.
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Stage 1: What should students know and be able to do? Stage 2: How will students demonstrate what they know and can do?
Stage 3: What activities will prepare students to show what they know and can do?
Sample Unit Plan Inventory
(With Visuals)
¿Qué es una llama?
Essential Question: How does the llama affect Peruvian culture and economics?
Targeted Standards: (local and/or national)
Enduring Understanding (Big Idea)
The place we live in affects how we live.
2. Students will be able to compare the llama to other camelids and other animals according to physical characteristics and habitat.
Outcomes (Progress Indicators): 1. Students will be able to identify the importance of the llama in Peruvian society according to the use of wool, meat and transportation.
Condor Alpaca
Vicuña
Assessment Interpersonal Students will describe a picture of an animal and their partner will draw the animal being described. Students will ask questions such as;
“¿El animal tiene orejas grandes o pequeñas?” “Las orejas son muy pequeñas.”
Assessment Interpretive Students will listen to (or read) short descriptions of animals and answer questions based on the reading.
Assessment Presentational Students will write & illustrate a short story about a llama describing its life and and present it orally to their peers.
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Language Functions -Identify camelids, their physical characteristics and habitats -Describe a llama
-Inquire about a llama Why do they spit? What does their wool feel like? Are they big or small? How big are their teeth? What color are they?
Vocabulary -Colors -Body parts (orejas, patas..)
-sizes (grande, alto..)
-geography (norte, costa, montaña, Peru..)
-animals (llama, alpaca, guanaco, vicuña, gatro, perro..) - Adjectives (soft, tall, gentle…)
-clothes chompa chalina abrigo guantes -texture (suave, áspero..)
Grammar -tiene -es -vive en -come -escupe -se usa para -más…que -le gusta
Vocabulary -- Body parts - Clothing (chompa, chalina, chullo) - Colors (review) - Animals - Places - Sizes - Animal foods
Grammar -tiene -es -vive en -come -escupe -se usa para -más…que -le gusta
Major Lesson Topics, Performances (Assessments)
Major Lesson Topics, Performances (Assessments) Beginning…
-Locate Perú on a world map / globe
-Cultural Fantasy (Un viaje en las montañas)
Major Lesson Topics, Performances (Assessments) Middle… - Express animal likes/dislikes - Identify four camelids -TPRS (La llama que escupe) - Gouin (Action) series about making wool - Write animal diamante poem including color, three adjectives, place and animal
- Compare & contrast camelids with U.S. domestic animals
- Color and discuss the Peruvian flag and its symbols
Major Lesson Topics, Performances (Assessments) Middle Continued… - Ask Twenty Questions about animal in bag (Is it black?, Is it soft?…) - Read llama books to the class - Camelid Base Groups/Expert Groups jigsaw
Major Lesson Topics, Performances (Assessments)
¿Qué es una llama?
- End….. Present their llama story to the class
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Other Possible Lesson Ideas
¡En español!
Possible Lesson Ideas Why are they running away?
Possible Lesson Ideas This llama is thirsty!
Possible Lesson Ideas Traffic Jam!
Possible Lesson Ideas Alpaca Cousins Movie Stars!
Possible Lesson Ideas At the restaurant!
Choose your dinner!
Sample Content-related
Unit ¿Por qué se mueve la tierra?
Jennie Griswold
Essential Question: Why does the earth move?
Outcomes (Objectives): 1. Students will be able to describe the features of a volcano, vocabulary related to its eruptions and its importance in Peru.
2. Students will be able to compare and contrast volcanoes and their eruptions in the U.S. and Peru.
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Outcomes (Objectives): 3. Students will be able to classify weather patterns in and around volcanoes. 4. Students will be able to identify volcanic rocks.
Sample Rain Forest
Unit
Sample Thematic Unit
Social Studies Science
Fine Arts
Math Culture
The Great Kapok
Tree L. Cherry
Physical Ed.
Language Arts
Jackie Dove
Elmbrook (WI) Schools
Science
Endangered plants & animals
Classifications of plants & animals
4 levels of the rain forest
Weather
Comparison of rain forest & other climate regions
Ecology Greenhouse
Water cycle
Biodiversity
Rain forest products
Plant & animal adaptations
Skit
Read literature about the rain forest
Poetry
Oral Presentations
Language experience stories
Library research
Write own stories
Retelling stories
Write postcards
Rain forest games
Create class book
Language Arts
Create a brochure
Design 3-D Insects & plants
Tissue paper orchids
Drawing of plants & animals
Rhythms Raps
Murals
Rain forest sounds on cassette
Make buttons
Fantasy visit To the Rain forest
Fine Arts
Culture
Green peace
Work of French artist Henri Rousseau French speaking regions
of the rain forest in Africa and Indonesia
Metric measure
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Outcomes: Identify and describe living things and products of the rain forest
Presentational Assessment: Give a written and an oral presentation about a living thing in the rain forest
Language Functions Identifying Asking for information Giving information Describing Narrating personal experience Expressing likesm, dislikes, preference Expressing opinions
Culture Metric measurement French-speaking regions of the rain forest in Africa and Indonesia
Fine Arts Animal masks Rain forest instruments Rain forest mural Raps
Science Animal/plant adaptations Biodiversity Classifications Ecology Endangered animals Weather Water cycle
Subject Content
Fine Arts Animal masks Rain forest instruments Rain forest mural Raps
Science Animal/plant adaptations Biodiversity Classifications Ecology Endangered animals Weather Water cycle
Subject Content Beginning Locate rain forests on world map Take fantasy trip to rain forest
Major Lesson Topics/Performances Middle Classify plants/animals by climate, regions and species Graph temperature, rainfall, etc. Map areas of deforestation Create a rain forest “rap” Make “save the rain forest” buttons
Major Lesson Topics/Performances
Gouin (Action) Series visiting a rain forest making food/drink using rain forest products
Draw animals to actual size Measure height of rain forest levels in the hallway Research an animal or plant for presentation Write a post card from the rain forest
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End Present rain forest research orally and in writing.
Voyageur Unit Jody
Schneider (DPI -- World Language
Assessment Get in the Mode)
Thematic Planning Big Idea/Enduring Understanding: Participants will understand that
thematic planning is an effective tool for language development.
Thematic Planning Essential Question:
How can we use the concepts of thematic planning to meet the diverse needs of
learners ?
Responding to the Diverse Needs of the Learner
Helena Curtain [email protected]
Thematic Planning
FLESFEST 2011
Reminder!
Teachers must take control of
instruction!
Reminder! What do Learners Need?
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Thematic Units! Finally… �How can I do all this????
�ONE Tiny STEP AT A TIME!
helenacurtainswiki. wikispaces.com
Email [email protected]